This project is designed to be completed after students read The Great Gatsby by F. Scott Fitzgerald. It is meant to be a culminating activity to help students evaluate and analyze the novel. Students will not be able to complete the activities if they have not read or do not understand the events of the story. Common Core Standards AddressedReading Standards1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Derermine two or more themes or central ideas of a text and analyze their development over the course of the text, including how interact and build on one another to produce a complex account; provide an objective summary of the text. 9. Demonstrate knowledge of eighteenth, nineteenth, and early twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Writing Standards 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or information texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature Speaking and Listening Standards 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. 2. Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluation the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.5. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. adapted from http://exploringgreatgatsby.weebly.com/index.html
Exploring The Great Gatsby
TaskProcessEvaluation
This project is designed to be completed after students read The Great Gatsby by F. Scott Fitzgerald. It is meant to be a culminating activity to help students evaluate and analyze the novel. Students will not be able to complete the activities if they have not read or do not understand the events of the story.
Common Core Standards Addressed Reading Standards 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Derermine two or more themes or central ideas of a text and analyze their development over the course of the text, including how interact and build on one another to produce a complex account; provide an objective summary of the text. 9. Demonstrate knowledge of eighteenth, nineteenth, and early twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Writing Standards 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or information texts to support analysis, reflection, and research. a. Apply grades 11-12 Reading standards to literature
Speaking and Listening Standards 1. Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. 2. Integrate multiple sources of information presented in diverse formats and media in order to make informed decisions and solve problems, evaluation the credibility and accuracy of each source and noting any discrepancies among the data. 4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.5. Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
adapted from http://exploringgreatgatsby.weebly.com/index.html